Table 1: Brief summary of the wireless network and community in the Gates Computer Science Building. Total number of access points 12

"... In PAGE 2: ... 2. CORE EMPIRICAL COMPETENCIES Table1 presents our candidate list of core empirical competencies for practicing computer science. In constructing this table, we first examined typical tasks in which computer scientists apply empirical reasoning, and extracted those concepts and skills necessary for the tasks.... In PAGE 2: ... Finally, upper-level courses build upon these foundations to study specific areas of computing in depth. Table1 organizes the empirical concepts and skills to best fit with the traditional practices in curriculum design just described. For example, many of the concepts listed at the introductory level could easily be introduced in typical CS1 and CS2 assignments, such as simulating dice rolls or random walks.... In PAGE 2: ... Basic data representation using scatter-plots appears at the intermediate level because graphing problem size versus running time is a natural thing to do in a data structures or algorithms course. It is important to note that we do not view the divisions that appear in Table1 as absolute or inflexible. One instructor might take a more formal approach to algorithms in CS1 and CS2, introducing standard deviation or curve fitting early.... ..."

"... In PAGE 3: ... While this prevents us from incorporating detailed user demographics into the transaction log analysis, the design decision has had two practical advantages: users can immediately begin searching without spending time registering or verifying their account (an important consideration, given that this user group appears to prefer brief interactions with search systems); and anonymous access assures users of their privacy, so that user interest profiles specific to given individuals cannot be developed (again, a matter of concern for users of digital libraries [13]). Examination of the search access by domain code (see Table1 ) indicates that the heaviest use of the collection comes from North America, Europe (particularly Germany and Finland), as well as the local New Zealand community and nearby Australia. As expected for such a collection, a large proportion of users are from educational (.... In PAGE 11: ... Disappointingly, the majority of queries (64.2%) do not lead to users viewing document content (see Table1 0). Just over 19% of queries result in the viewing of one document, 12.... ..."

Table 5 Perceptions of Computer Science

"... In PAGE 14: ....1.3 Content statements For this part of the questionnaire, students were asked to indicate whether they agreed, disagreed or were neutral with respect to a list of statements. The results are shown in Table5 . The first three columns of figures indicate... In PAGE 15: ...025 (Sheskin, 2000). As can be seen from Table5 , significant differences were only found for two statements. For both statements, a significant portion of students moved to- wards agreeing with the statements, one which stated that working with com- puters is boring, and one which stated that Computer Science is not interesting because it is about machines rather than people.... In PAGE 19: ... (1998) and Herbert (2000) where respondents appeared to have little understanding of the nature of Computer Science or the types of careers that are available. Questions relating to the availability of good jobs which appear in Table 2 and Table5 show that students are positive about their prospects even if they do not know what they are. This agrees with the results of Herbert (2000).... In PAGE 21: ...athematics. This requires further research. 5.3 Working with computers In Table5 , the only two statements with significant differences in changed proportions deal with working with computers, and whether Computer Sci- ence is interesting. In both cases, around 20% of the sample became more in agreement that working with computers is boring or not interesting.... ..."

Table of contents for IEEE Computational Science

Table 3: computer science courses

Table 3 also shows that the data were dominated by journals jointly classified in the Library amp; Information Science (LIS) and Computer Science (CS) categories. Journals classified as Other in Table 3 come from a variety of categories, and suggest that the fields covered by our original queries are accessed by many other disciplines.

"... In PAGE 28: ... Book, journal and/or conference coverage can also be an issue. For instance, JASIS(T), Scientometrics, Journal of Information Science, Information Processing and Management, and the Journal of Documentation are key sources for visualization of science or knowledge domains (see Table3 ). Yet the SCI only started coverage of these journals in the mid-1990s.... In PAGE 29: ...29 Table3 . Number of articles by journal in the ARIST set (10 or more articles per journal).... ..."